LESSON EXEM_READING&LITERACY 1 Q2_W7.pdf
- 1. Week 7 Quarter 2 Lesson Exemplar for Reading and Literacy 1 1
- 2. 2 Lesson Exemplar for Reading and Literacy 1 Quarter 2: Week 7 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and lesson competencies. The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.” Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource are owned by their respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners specifically for the development and printing of this learning resource. As such, using these materials in any form other than agreed framework requires another permission and/or licensing. No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education. Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or send an email to blr.od@deped.gov.ph. The Department of Education would like to extend its sincere appreciation and gratitude to the United States Agency for International Development and RTI International through its ABC+ Project and UNICEF for supporting and providing technical assistance in the development of the MATATAG learning resources. Published by the Department of Education Secretary: Sonny Angara Undersecretary: Gina O. Gonong Development Team Writer: Dorothy Joann Lei L. Rabajante Content Reviewer: Language Reviewer: Aisa Veronica D. Pintor, Jerome Hilario Ellen Dela Cruz Illustrator: Mark D. Petran, Ernesto F. Ramos Jr., Joe Angelo L. Basco Layout Artist: Joe Angelo L. Basco, Earl Bennette A. Roz, Rejoice Ann Mananquil Management Team Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
- 3. 1 MATATAG K to 10 Curriculum Weekly Lesson Log School Grade Level 1 Name of Teacher Learning Area Reading and Literacy Teaching Dates and Time Quarter 2nd, Week 7 DAY 1 DAY 2 DAY 3 DAY 4 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content Standards The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; understand and create simple sentences in getting and expressing meaning about one’s school and everyday topics (narrative and informational). B. Performance Standards The learners use their developing word knowledge in automatically recognizing sight words; decode high frequency words and content-specific vocabulary and use them to express ideas; and narrate personal experiences with one’s school and content-specific topics. C. Learning Competencies RL1PWS-II-1. Produce the sound of the letters of L1. RL1PWS-II-2. Identify the letters in L1. RL1VWK-II-3. Read high- frequency words accurately for meaning. RL1PWS-II-3. Isolate sounds (consonants and RL1PWS-II-1. Produce the sound of the letters of L1. RL1PWS-II-2. Identify the letters in L1. RL1PWS-II-3. Isolate sounds (consonants and vowels) in a word (beginning and/or ending). RL1PWS-II-5. Sound out words accurately. RL1VWK-II-1. Use vocabulary referring to school. RL1VWK-II-2. Identify words with different functions: b. Words that describe ideas RL1PWS-II-5. Sound out words accurately. RL1VWK-II-1. Use vocabulary referring to school. RL1VWK-II-3. Read high-frequency words accurately for meaning. RL1VWK-II-5. Write words legibly and correctly.
- 4. 2 vowels) in a word (beginning and/or ending). RL1PWS-II-5. Sound out words accurately. RL1BPK-II-3. Recognize proper eye movement skills in reading: left to right, top to bottom, return sweep RL1VWK-II-2 Identify words with different functions (naming and describing words): a. words that label persons, places, things, animals, actions, situations, ideas, and emotions. RL1CAT-II-2. Comprehend informational text. a. Note significant details in informational texts (list and describe). RL1PWS-II-4. Substitute individual sounds in simple words to make new words. RL1PWS-II-5. Sound out words accurately. RL1VWK-II-2. Identify words with different functions: a. Words that label ideas RL1VWK-II-3. Read high- frequency words accurately for meaning. RL1BPK-II-3. Recognize proper eye movement skills in reading: left to right, top to bottom, return sweep RL1CAT-II-2. Comprehend informational text. a. Note significant details in informational texts (list and describe) b. Identify problem and solution RL1VWK-II-3. Read high- frequency words accurately for meaning. RL1BPK-II-3. Recognize proper eye movement skills in reading: left to right, top to bottom, return sweep RL1BPK-II-1. Recognize environmental print (symbols) RL1CCT-II-1. Narrate one’s personal experiences: Content- specific topics RL1-CCT-II-3. Express ideas about: content- specific topics D. Learning Objectives At the end of the lesson, the learners can: At the end of the lesson, the learners can: At the end of the lesson, the learners can: At the end of the lesson, the learners can:
- 5. 3 ● Identify the beginning sound/letter of new words learned. ● Follow proper eye movement from left to right and top to bottom during reading. ● Note significant details about the information text using a concept map. ● Identify words that name things and animals. ● Read high-frequency words accurately to understand their meanings within various contexts: bubuyog, reyna, bulaklak, pulot, hardin, pinuno. ● Substitute individual sounds in simple words to make new words through a word game. • Read words accurately. • Follow proper eye movement from left to right and top to bottom during reading. • Answer questions about the informational text: identify the problem and the solution. • Identify words that label ideas in each sentence: problem and solution. ● Follow proper eye movement from left to right and top to bottom during reading. ● Read familiar words and phrases in the text accurately. ● Identify the meaning of words that relate to emotions or feelings. ● Identify words that describe ideas in each sentence. ⚫ Read familiar words and phrases in the text accurately. ⚫ Follow proper eye movement from left to right and top to bottom during reading. ⚫ Identify the meaning of emoticons or emotion cards. ⚫ Write a complete sentence correctly and legibly based on the topic. ⚫ Relate story events to one’s experience. E. Anchor Masunurin (Obedience) – Doing what I have been asked to do at the right time and in the right manner; Sumusunod sa 3roble sa itinakdang oras at pamamaraaan. II. CONTENT Informational Texts and Concept Mapping Identifying the Problem and Solution Identifying Words that Describe Ideas Writing About One’s Experiences III. LEARNING RESOURCES GMRC Theme Masunurin (Obedience) – Doing what I have been asked to do at the right time and in the right manner; Sumusunod sa gawain sa itinakdang oras at pamamaraan.
- 6. 4 A. References How Worker Bees Make Honey by Little Fox: https://www.youtube.co m/watch?v=eonB- KCDPKk How Worker Bees Make Honey by Little Fox: https://www.youtube.co m/watch?v=eonB- KCDPKk B. Other Learning Resources • Pictures: a colony of bees, a queen bee, a honey comb with honey, garden with flowers, bees swarming over flowers • Copy of the text readable to the class: “Ang mga Bubuyog at Ang Kanilang Reyna,” which could be written on a Manila paper, on the board, or flashed on the screen. • Individual copies of the text for learners to read: “Ang mga Bubuyog at Ang Kanilang Reyna.” Day 1 content for the text. • Pictures: a colony of bees, a queen bee, a honey comb with honey, garden with flowers, bees swarming over flowers Individual copies of the text for learners to read: Ang Aking mga Emosyon sa Paaralan • Pictures that show different emotions (emojis, emoticons, or emotion cards) • Similar primer lessons or lesson exemplars that correspond to the learners’ L1 • Texts and other instructional materials in the school that are appropriate to the lesson and in the learners’ L1 (Example: similar decodable texts) IV. TEACHING AND LEARNING PROCEDURES Before/Pre-Lesson Proper Activating Prior Knowledge Play the game “Simon Says” with the learners: Ask learners to recall what they learned previously about bees. Using a concept map, ask the learners what emotions they feel in One by one, post emotion cards (pictures that show different emotions) on the board,
- 7. 5 Ask the learners to obey all commands that begin with “Simon says.” For example, “Simon says, touch your toes,” all learners should touch their toes. However, if the command does not start with “Simon says,” learners should not follow the command. If they do, they are out. Give different commands to learners that are easy to follow such as: jump, stand, sit, touch their head, etc. At the end of the game, ask the learners the following questions: 1. How did you find the game? (fun, easy, difficult, etc.) 2. What did you do to ensure that you would not be out of the game? 3. What does it mean to follow the leader? Have them identify the following words: 1. Nagtutulungan ang mga bubuyog para gumawa ng ___ulot. 2. Sumusunod ang mga bubuyog sa kanilang ___inuno. 3. Pumupunta ang mga bubuyog sa ibang luga___ para makahanap ng bulaklak. 4. Dinadala nila ang pagkain sa kanilang puga__. Write the words identified. Tell learners: Papalitan natin ang isa sa mga tunog ng salita, at isipin ninyo kung ano ang bagong salitang mabubuo. Gamitin rin natin ang bagong salita sa pangungusap. Halimbawa: Ang salita ay pulot. Ano ang unang tunog sa salita? school and write it on the board. Call volunteers to share when they feel these emotions. Have the learners read the words. and ask the learners to identify what kind of emotion is shown in the card. Call volunteers to share what they know about the emotion shown. Ask learners to complete this statement: Ako ay (pakiramdam) kapag ______________. Give time for learners to share their answers to their seatmate first then call volunteers to share responses with the class. Mga emosyon sa paaralan
- 8. 6 4. Why do you think it is important to follow the leader? Palitan niyo ang /p/ ng /k/, ano ang bagong salita? Sagot: kulot Pangungusap: Ang buhok ko ay kulot. Iba pang salita: Pinuno - /p/ ng /n/ - ninuno (Matatapang ang ating mga ninuno.) Lugar - /r/ ng /w/ - lugaw (Ang almusal ko ay lugaw.) Pugad - /d/ ng /y/ - pugay (Magbigay pugay sa watawat ng Pilipinas.) Lesson Purpose/Intention Affirm the responses of the learners to the questions and connect them to the learning intent for the day. Say, “Ngayong araw, makikinig kayo sa isang talata at magtatala kayo ng mahalagang detalye na nabanggit dito. Say: “Ngayong araw, babasahin ninyo nang tama ang talatang ating napakinggan kahapon tungkol sa mga bubuyog. Susundan ng inyong mata nang tama ang direksyon ng pagbasa mula kaliwa hanggang kanan at mula sa taas hanggang pababa. Say: “Ngayong araw, magbabasa kayo ng teksto tungkol sa mga emosyon na nararamdaman natin sa paaralan. Susundan ng inyong mata nang tama ang direksyon ng pagbasa mula kaliwa hanggang kanan at mula sa taas hanggang pababa. Tutukuyin niyo rin ang Say, “Ngayong araw, babasahin ninyo nang tama ang talata tungkol sa mga emosyong nararamdaman natin sa paaralan. Susundan ng inyong mga mata nang tama ang direksyo ng pagbasa mula kaliwa hanggang kanan at mula sa taas hanggang
- 9. 7 Isusulat ninyo ito sa isang concept map. Magbabasa kayo ng mga salita tungkol sa ating babasahin. Susundan ng inyong mata nang tama ang direksyon ng pagbasa mula kaliwa hanggang kanan at mula sa taas hanggang pababa. Tutukuyin din ninyo ang mga unang tunog at titik ng mga salitang ating matututunan.” Sasagot kayo ng mga tanong upang matukoy ang problema at solusyon.” mga salitang naglalarawan ng ideya sa isang pangungusap.” pababa. Pagkatapos, magsusulat kayo ng mga pangungusap batay sa ating paksa.” Lesson Language Practice *Use different and appropriate strategies to unlock words. Show the learners a picture of a colony of bees. Introduce the following words in the learners’ L1 using the pictures and describing them: bubuyog, reyna, pinuno, bulaklak, pulot, hardin Ask the learners to read the words. Ask the learners to identify the beginning letter and sound of the words. Ask the learners to supply the missing letter in the following words: Present the following words and pictures in the learners’ L1: bubuyog, reyna, pinuno, bulaklak, pulot, hardin. As a review, ask volunteers to match the photo with the word. Ask learners to share their own experiences with these pictures/words. Ask the learners to identify the beginning letter and sound of the words. Ask the learners to clap each syllable of the words. Review the emotions discussed in Language. Introduce the following words in the learners’ L1 using actions (when appropriate) and describing them using situations: emosyon, magpakalma, mahalaga, nararamdaman. Add other words that may not be familiar to the learners. Ask the learners to read the words. Review the words learned the previous day such as: emosyon, magpakalma, mahalaga, nararamdaman, and other words. Ask the learners to read the words and use them to complete the sentences below. Add words and sentences as needed. 1. Araw-araw, iba’t ibang emosyon ang ating _______________.
- 10. 8 ___ubuyog ___eyna ___inuno ___ulaklak ___ulot ___ardin Ask the learners to clap each syllable of the words. Ask the learners to identify the beginning letter and sound of the words. Ask the learners to clap each syllable of the words. 2. Ang lahat ng _______ ay normal. 3. ________ na makinig sa iba. 4. Mahalaga na marunong tayong ___________ kapag tayo ay galit. During/Lesson Proper Reading the Key Idea/Stem Introduce the title of the text: “Ang mga Bubuyog at Ang Kanilang Reyna.” Ask the learners what they think the text will be about based on its title. Show the printed copy of the text to be read on the board (Manila paper) or on the screen, which leaners can follow and read silently while the teacher reads the text aloud. Read the following text aloud to the learners. Have them follow along as you read. Point to the words as you read. Emphasize the directionality of print – Word Reading: Read the following words and then ask the learners to follow. Wala, sila, hardin, reyna, pulot, pinuno, bubuyog, bulaklak, pagkain, sumusunod, bumabalik, nagtutulungan, nahihirapan Ask the learners to read these words: Ang, may, sa, mga, ng Phrase reading: This time, model fluent reading of the first two to three phrases below. Guide students to read the remaining phrases. After they read each phrase, ask them to read Introduce the title of the text: “Ang Aking mga Emosyon sa Paaralan.” Ask the learners what they think the text will be about based on the title. Show the printed copy of the text to be read on the board (Manila paper) or on the screen, which leaners can follow and read silently while the teacher reads the text aloud. Read the following text aloud to the learners. Have them follow along as you read. Point to the words as you read. Emphasize the directionality of print – top to bottom, left to right. Tell the students that they will read a text that they will create themselves today. Word Reading: Read the following words and then ask the learners to follow. Paaralan, emosyon, minsan, masaya, naglalaro, kaibigan, malungkot, problema, natatakot, mahirap, nagagalit, nasusunod, mahalaga, ibahagi, kausapin, matulungan, Phrase reading: This time, model fluent reading of the first two to three phrases below. Guide students to read
- 11. 9 top to bottom, left to right. Ang mga Bubuyog at Ang Kanilang Reyna Ang mga bubuyog ay karaniwang nakatira sa hardin. Sila ay may reyna. Ang reyna ang kanilang pinuno. Ang mga bubuyog ay nagtutulungan sa paghahanap ng pagkain sa mga bulaklak. Minsan, nahihirapan ang mga bubuyog na makahanap ng mga bulaklak. Kung ganoon, wala silang pagkain. Kapag lumilipat ang reyna ng tirahan, sumusunod ang mga bubuyog. Nakakakita sila ng mga bulaklak sa ibang lugar. Bumabalik ang mga bubuyog sa pugad na may dalang pagkain. Sila ay nagtutulungan para gumawa ng pulot. it again faster and with expression. Model when needed. Additional phrases may be taken from the text. Sa hardin Ang reyna ng pulot may pinuno mga bubuyog mga bulaklak ng pagkain Sentence reading: Distribute copies of the text to each learner. This time, prepare the learners to read sentences in the text. The following reminders may be given: ● Read from left to right then top to bottom. ● Each sentence begins with a big letter and ends in a punctuation mark. ● When possible, read in groups of words. ● Pay attention to the punctuation marks. Before reading aloud the text made, cut each Ang Aking mga Emosyon sa Paaralan Sa paaralan, iba’t ibang emosyon ang nararamdaman natin. Minsan, masaya tayo kapag naglalaro kasama ang mga kaibigan. Minsan, malungkot tayo kapag may dinaramdam. Minsan, natatakot tayo kapag may bagong gawain na mahirap. Minsan, nagagalit tayo kapag hindi nasusunod ang ating gusto. Mahalaga na alam natin ang ating emosyon. Kapag masaya tayo, puwede natin itong ibahagi sa iba. Kapag galit, takot, o malungkot tayo, puwedeng kausapin ang guro o kaibigan upang tayo ay matulungan. Lahat ng emosyon ay normal. Mahalaga na marunong tayong magpakalma at makinig sa iba. Read the text again to the learners. the remaining phrases. After reading each phrase, ask them to read it again faster and with expression. Model when needed. Additional phrases may be taken from the text. • Sa paaralan • ang nararamdaman • kapag naglalaro • ang ating gusto • ang ating emosyon • kapag masaya • kapag galit • ay matulungan Sentence reading: Distribute copies of the text to each learner (see LAS). This time, prepare the learners to read sentences in the text. The following reminders may be given: ● Read from left to right then top to bottom. ● Each sentence begins with a big letter and ends in a punctuation mark.
- 12. 10 Read the text the second time. sentence into syllables to show where students need to pause and stop when reading. After which, model reading the text made. When needed, have the class start reading one phrase at a time. Let them reread each one faster and with expression. Afterwards, give reminders to students when reading sentences. Conduct Shared Reading in reading the text with the class. Give feedback to their reading and ask them to repeat as needed. Ang mga Bubuyog at Ang Kanilang Reyna Ang mga bubuyog ay karaniwang nakatira sa hardin. Sila ay may reyna. Ang reyna ang kanilang pinuno. ● When possible, read in groups of words. ● Pay attention to the punctuation marks. Ang Aking mga Emosyon sa Paaralan Sa paaralan, iba’t ibang emosyon ang nararamdaman natin. Minsan, masaya tayo kapag naglalaro kasama ang mga kaibigan. Minsan, malungkot tayo kapag may problema. Minsan, natatakot tayo kapag may bagong gawain na mahirap. Minsan, nagagalit tayo kapag hindi nasusunod ang ating gusto. Mahalaga na alam natin ang ating emosyon. Kapag masaya tayo, puwede natin itong ibahagi sa iba. Kapag galit, takot, o malungkot tayo, puwedeng kausapin ang guro o kaibigan upang tayo ay matulungan. Before reading aloud the text made, cut each sentence into syllables to show where students
- 13. 11 Ang mga bubuyog ay nagtutulungan sa paghahanap ng pagkain sa mga bulaklak. Minsan, nahihirapan ang mga bubuyog na makahanap ng mga bulaklak. Kung ganoon, wala silang pagkain. Kapag lumilipat ang reyna ng tirahan, sumusunod ang mga bubuyog. Nakakakita sila ng mga bulaklak sa ibang lugar. Bumabalik ang mga bubuyog sa pugad na may dalang pagkain. Sila ay nagtutulungan para gumawa ng pulot. need to pause and stop when reading. After which, model reading the text made. When needed, have the class start reading one phrase at a time. Let them reread each one faster and with expression. Afterwards, give reminders to students when reading sentences. Give feedback to their reading and ask them to repeat as needed. Developing Understanding of the Key Idea/Stem Ask the learners if there are parts of the text they did not understand. If there is, go back to the identified part or proceed with the discussion and give focus on the part where confusion was identified. Tell the learners that it is time for them to talk Tell the learners that it is time for them to talk about what was read. Ask: 1. Ano ang problemang nararanasan ng mga bubuyog minsan? 2. Kanino sila sumusunod? 3. Ano ang ginagawa ng mga bubuyog upang Ask the learners if there are parts of the text they did not understand. If there is, go back to the identified part or proceed with the discussion and give focus on the part where confusion was identified. Tell the learners that it is time for them to talk about what was read. Ask: With the Language Experience Approach, ask students to recall an experience on any of the following emotions: saya, lungkot, takot, galit. Guide them into choosing what they want to write about.
- 14. 12 about what was read. Ask: 1. Tungkol saan ang napakinggang talata? 2. Ano ang tawag sa pinuno ng mga bubuyog? 3. Saan nakatira ang mga bubuyog? 4. Saan kumukuha ng pagkain ang mga bubuyog? 5. Ano ang ginagawa ng mga bubuyog upang sila ay makagawa ng pulot? 6. Kanino sumusunod ang mga bubuyog? 7. Anong katangian ng mga bubuyog ang mabuting sundin natin? Bakit? masolusyunan ang problema? 4. Ano ang nangyayari kapag sumusunod ang mga bubuyog sa reyna? 6. Ano ang masasabi ninyong katangian ng reyna? Ng mga bubuyog? 7. Ano ang matututunan natin sa pagtutulungan ng mga bubuyog? Instruct them that sometimes, stories or text present information about the problem and solution. Define the words “problem” and “solution.” Reiterate the problem and solution given in the text. 1. Tungkol saan ang napakinggang talata? 2. Ano-ano ang mga emosyon na maaari nating maramdaman sa paaralan? 3. Ano ang madalas na nararamdaman natin kapag naglalaro tayo kasama ang ating mga kaibigan? 4. Ano ang madalas na nararamdaman natin kapag may problema tayo? 5. Ano ang maaaring maramdaman natin kapag may bagong gawain na mahirap at hindi pamilyar sa atin? 6. Ano ang madalas na nararamdaman natin kapag hindi nasusunod ang ating gusto? 7. Ano ang dapat gawin kapag nararamdaman natin ang iba’t ibang emosyon? 8. Sino ang puwede nating kausapin kapag tayo ay malungkot, natatakot, o galit? 9. Bakit mahalaga ang marunong makinig sa iba? Once they have made their choice, do the following: • Ask the class what events happened first, next, and last • Repeat and correct their responses before writing them on the board (the teacher writes them on the board) • Say aloud each word as you write them • Show them where to put punctuation marks. • Students may be called to join in the writing by filling in letters in a word, etc. (Interactive Writing) Text may be around three sentences long, depending on students’ ability. To end, read the created text with the learners. Note: Depending on the skills of the learners, the teacher can also opt
- 15. 13 to do a SHARED WRITING activity and “share the pen” with some volunteers, who can write down some letters/words on the board as well. Deepening Understanding of the Key Idea/Stem Ask the learners what they learned about bees from the text listened to using the concept map below. Tell them that this concept map is a way to show ideas they could connect to the main word inside the circle. As a prompt, tell them that they can list ideas learned or describe the bees based on the text listened to. Sample question prompts (add as needed): 1. Ilarawan ang mga bubuyog. Ano ang katangian nila? 2. Ano ang mga ginagawa ng mga bubuyog? Call volunteers to give answers orally. When they can, ask them to write their answer on the map. Present the following sentences to the learners. Ask them to identify the problem and the solution. Underline the problem and label it “P” for problem (problema). Circle the solution and label it “S” for solution (solusyon). Then ask the learners to think of another idea to solve the problem. Use the first item as a model. 1. Si Ben ay gutom. Wala siyang baon na pagkain kaya binigyan siya ng tinapay ng kaniyang guro. Si Ben ay busog na. Tanong: Ano ang problem ani Ben? Ano ang solusyon para kay Ben? Magbigay ng Show the following sentences to learners and tell them that some words in the sentence are used to describe one’s emotions or feelings. Give the first one as an example. Ask the learners to identify the words that describe in the succeeding items. Circle the describing words. See sample questions below. 1. Masaya si Ras kapag naglalaro sila ni Bim. (Anong salita ang naglalarawan kay Ras kapag naglalaro sila ni Bim? Kung kayo si Ras, ano ang inyong mararamdaman?) 2. Malungkot si Ana tuwing umuuwi na ang kaniyang mga kaklase. Put the learners in triads. Ask them to share their chosen emotion and share an experience about it. Encourage them to draw or write together about their chosen emotion. Go around the room to guide the learners. Call volunteers to share their group outputs to the class.
- 16. 14 Alternatively, write learners’ responses on the side of the board and ask them to copy the word on the concept map. Lead the learners in reading the words in the concept map. Call volunteers to summarize what they learned from the text listened to using the concept map. iba pang solusyon upang hindi na muling magutom si Ben. 2. Umuulan sa labas. Si Carla ay walang payong. Humiram siya ng payong kay Liz. Hindi sila nabasa sa ulan. Tanong: Ano ang problem ani Carla? Ano ang solusyon para kay Carla? Magbigay ng iba pang solusyon para kay Carla. 3. Si Dan ay naglalaro ng bola. Ang bola ay napunta sa bubong. Nagpatulong si Dan sa kuya niya na kunin ang bola. Nakuha ito at nakapaglaro na ulit si Dan. Tanong: Ano ang problem ani Dan? Ano ang solusyon? Magbigay pa ng ibang solusyon para kay Dan. (Anong salita ang naglalarawan kay Ana nang umuwi na ang kaniyang mga kaklase? Kung kayo si Ana, ano ang inyong mararamdaman?) 3. Natakot si Ben nang makita niya ang malaking aso. (Anong salita ang naglalarawan sa naramdaman ni Ben? Kayo, ano ang inyong kinatatakutan?) 4. Nagalit ang guro sa batang hindi nagligpit ng basura. (Anong salita ang naglalarawan sa naramdaman ng guro? Kung kayo ang guro, ano ang inyong mararamdaman?) Tell learners that there are also words that describe ideas such as in the next item. 3. “Maglaro tayo ng patintero, Boboy!” “Magandang ideya ‘yan, Bamba!” Bubuyog
- 17. 15 (Anong salita ang naglalarawan sa ideya ni Boboy?) 4. Naisip ni Ate Lori na magtanim ng bulaklak sa hardin. Ito ay isang mabuting mungkahi. (Anong salita ang naglalarawan sa mungkahi ni Ate Lori?) 5. Nagbigay si Derek ng masayang ideya kay Kiko. Sabi niya, makipaglaro raw sila sa ibang mga bata. (Anong salita ang naglalarawan sa ideya ni Derek?) After/Post-Lesson Proper Making Generalizations and Abstractions Ask the learners to reflect and complete these statements: Ang natutunan ko ngayong araw ay ang tungkol sa ___________. Ask the following questions: 1. Ano ang natutunan ninyo ngayong araw? 2. Kumpletuhin ang pangungusap: Ask the learners to reflect and complete these statements: Ang natutunan ko ngayong araw ay ______________. Ask the learners to reflect and complete these statements: Ang natutunan ko ngayong araw ay ___________________.
- 18. 16 Ang isang paraan upang magtala ng mga ideya tungkol sa isang paksa ay sa pamamagitan ng _____________. Ang mga problema ay may ____________. 3. Ano-ano ang mga dapat tandaan kapag nagbabasa ng mga salita? Kapag nagbabasa, ito ang aking mga tatandaan: _______________. Ano-ano ang mga dapat tandaan kapag nagbabasa? Ano-ano ang mga iba’t ibang emosyon na nararamdaman natin? Bakit mahalagang kilalanin ang ating emosyon? Evaluating Learning Task: Kumpletuhin ang mga sumusunod na pangungusap gamit ang mga salitang makikita sa kahon. Isulat ang tamang salita sa patlang. 1. Ang pinuno ng mga bubuyog ay ang _______________. 2. Karaniwang nakatira ang mga bubuyog sa _______________. 3. Kumukuha ng pagkain ang mga bubuyog sa mga ______________. 4. Sa kanilang pugad, gumagawa ang mga bubuyog ng __________. Task: Basahin ang mga pangungusap. Salungguhitan ang problema at lagyan ito ng P. Bilugan ang solusyon at lagyan ito ng S. 1. Si Don ay naglalaro sa parke. Nadumihan ang kaniyang damit. Pinunasan niya ito upang maging malinis ulit. 2. Nawala ni Ron ang kaniyang lapis. Pinahiram siya ni Vic ng lapis upang makapagsulat siya. 3. Napunit ang papel ni Rina. Kailangan na niya ipasa ang papel sa guro. Kumuha si Rina ng pandikit sa papel. Nabuo Task: Basahin ang mga pangungusap. Bilugan ang mga salitang naglalarawan sa ideya. 1. Si Inay ay may matalinong ideya na magtayo ng negosyo. 2. Sinabi ni Kuya na mahusay ang ideya ni Ben tungkol sa paglilinis ng bakuran. 3. Mahusay ang mungkahi ni Roms na magbasa habang hinihintay ang guro. 4.Malikhain ang ideya ni Carlos na gumamit ng lumang karton para sa kanilang Gawain. Task: Kumpletuhin ang mga sumusunod na pangungusap gamit ang mga salitang makikita sa kahon. Isulat ang tamang salita sa patlang. 1. Kapag nakakakuha ako ng mataas na marka sa paaralan, ako ay ________________. 2. Kapag hindi pumasok sa paaralan ang aking kaibigan, ako ay _________________. 3. Ayaw kong naiiwan sa silid-aralan kapag walang ilaw. Ako ay ____________. 4. Minsan, kapag hindi nangyayari ang aking
- 19. 17 5. Nagtutulungan ang mga _____________ sa paghahanp ng pagkain. *See LAS na ulit ang papel at naipasa niya ito. *See LAS 5. Nagbigay ng magandang mungkahi si Toni na mag-ensayo sa pagbabasa. inaasahan, ako ay _________________. Additional Activities for Application or Remediation (if applicable) Instruct the learners to use the concept map for other topics/lessons learned in other learning areas when listing ideas. Panuto: Basahin ang mga pangungusap tungkol sa langgam. Sa gitna, isulat ang salitang langgam. Sa paligid nito, gumuhit o magsulat tungkolsa mga ginagawa ng langgan, saan sila nakatira, at kung paano sila nagtutulungan. Ang Mga Langgam Ask the learners to practice reading aloud the text about bees. Encourage learners to play the sound substitution game during their break time using other words. Encourage learners to keep a journal or diary where they could draw and/or write about their emotions everyday. Ask learners to find a partner with whom they can practice together or listen to each other read aloud. Ask them to take turns reading the text. Give feedback on their reading if possible. hardin reyna pulot bulaklak bubuyog natatakot masaya nalulungkot nagagalit
- 20. 18 Ang mga langgam ay maliliit na insekto na madalas nating nakikita sa lupa o sa mga halaman. Sila ay nagtutulungan sa paghahanap ng pagkain at nagdadala nito pabalik sa kanilang bahay na tinatawag na punso. Ang mga langgam ay napakasipag at hindi sumusuko sa trabaho. May mga reyna langgam na namumuno sa kanilang grupo, at may mga manggagawang langgam na nag-aalaga sa punso at nagtitipon ng pagkain. Kahit maliit, malakas at matiyaga ang mga langgam. Remarks For languages without primer, use the sequence of letters taught in Tagalog (Marungko). Deliver the lesson in the language that the learners know best. Ensure that all learners respond–from simple gestures and words—to elaborate their expressions. Include in the daily routine the singing of the alphabet song. Langgam
- 21. 19 Reflection